Accessibility statement

Core Values, Knowledge & Skills for Mental Health Nursing - HEA00107I

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  • Department: Health Sciences
  • Module co-ordinator: Mrs. Rose Havelock
  • Credit value: 20 credits
  • Credit level: I
  • Academic year of delivery: 2018-19
    • See module specification for other years: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2018-19

Module aims

The Core Values, Knowledge and Skills for Mental Health Nursing module seeks to introduce core concepts of mental health nursing to students. Taking a recovery-focussed, person-centred approach to mental healthcare the student will consider contemporary mental health policy and practice. The module will offer an opportunity to further develop mental health assessment skills and work co-productively with people who access services. Learning will take place through lectures, seminar discussion and small group work.

Module learning outcomes

By the end of the module, students will be able to:

  1. Identify the impact of mental health problems on individuals, families and carers and the wider society.
  2. Demonstrate an understanding of the role of the mental health nurse in establishing and developing professional relationships which are person-centred, effective, non-discriminatory and culturally sensitive, and show the ability to self-assess in these areas.
  3. Discuss the contribution of different theoretical perspectives in mental health practice - including biological, psychological and social paradigms to the assessment of need for a range of mental health experiences/conditions.
  4. Discuss factors which inform the nurses' systematic, holistic and collaborative assessment of needs and professional responsibilities, including the assessment and management of risk and medication.


Task Length % of module mark
Essay - 3000 words
N/A 100

Special assessment rules



Task Length % of module mark
Essay - 3000 words
N/A 100

Module feedback

  • Formative feedback from the facilitator and peers within skills practice and seminar discussions which may contribute to summative essay.
  • Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

  • Barker, P. (1999). The philosophy and practice of psychiatric nursing. Edinburgh: Churchill Livingstone.
  • Barker, P. (2009). Psychiatric and mental health nursing: the craft of caring. London: Hodder Arnold.
  • Department of Health. (2006). Best practice competencies and capabilities for pre-registration mental health nurses in England: the Chief Nursing Officer's review of mental health nursing. London: Department of Health. [Online]. Available at:
  • Filer, N. (2014). The shock of the fall. London. Borough Press.
  • Pilgrim, D. and Rogers, A. (2010). A sociology of mental health and illness. 4th edn. Maidenhead: Open University Press.
  • Pilgrim, D. (2014). Key concepts in mental health 3rd edn. London: Sage.
  • Pryjmachuk, S. (2011). Mental health nursing: an evidence-based introduction. London: Sage.
  • Read, J., Mosher, L.R. and Bentall, R.P. (Eds.). (2004). Models of madness: psychological, social and biological approaches to schizophrenia. Hove: Brunner-Routledge.
  • Repper, J. and Perkins, R. (2003). Social inclusion and recovery. Edinburgh: Balliere-Tindall.
  • Westbrook, D. Kennerley, H. and Kirk, J. (2011). An introduction to cognitive behaviour therapy. Skills and applications. London: Sage
  • World Health Organization (1992). International statistical classification of diseases and related health problems. 10th revision. Geneva: WHO.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students